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16-— 47372-1 GPO 



REPORT ON 

CHRISTIAN EDUCATION 

IN CHINA 

Its Present Status and Problems 



THE AMERICAN -CANADIAN COMMISSION 
CONSTITUTED 

An Address by Prof. ERNEST D. BURTON 

University of Chicago Oriental 
Educational Investigation Commission 



RECENT APPEALS IN GREAT BRITAIN 



OIummtHBton on OUiriBtian duration of OII|ttta 

No. 156 FIFTH AVENUE 
NEW YORK 



It would aid the Commission to have those re- 
ceiving this Report indicate their personal interest 
in Christian Education in China, and give the 
names and addresses of others who would be in- 
terested in special literature on the subject. 

"That which confronts us in China today is 
the magnificent task and opportunity of extending 
^o the greatest homogeneous nation in the world a 
hand of Christian help, by building up an educa- 
tional system inspired by the Christian spirit and 
permeated with Christian ideals, and so helping 
that great people in this supreme hour of her 
history to fix the ideal and develop the institutions 
which shall make her one of the great nations of 
the future, let us hope one of the great Christian 
nations of coming centuries.**— £rrt«/ DeWitt Burton, 



LAn^i 



REPORT ON CHRISTIAN EDUCATION 
IN CHINA 

Prei)are<l by W. Henry Grant, Secretary of the Conference of Foreign MiNxions 

BonrdN, Including; the Keconiniendations of the Commission and an 

Address by Professor Ernest 1). Burton, University of Chicago. 

SYLLABUS. 
Commission Constituted — Membership of Commission — Historical Re- 
sume — Missionary Conferences — Formation of the Educational Association 
of China — Appointment of General Educational Board — Present Status 
of Christian Schools in China — Educational Work of the Chinese Govern- 
ment — Government and Christian Schools Compared — Use of English in 
the Schools of China— Chinese Classics a Serious Problem — The Problem 
of Finance — A Christian University and the Strengthening of Existing 
Institutions — A Macedonian Call from China — Recommendations as to 
Scope and Work of Commission — Some Problems to be Studied by the 
Commission — Professor Burton's Address — China Emergency Appeal 
Committee of Great Britain — The Oxford and Cambridge University 
Scheme — The Oriental Educational Investigation Commission of the 
University of Chicago — Constitution of the Educational Association of 
China. 

COM M 1 SSION CONSTITUTED. 

■ The charter of the Committee on Christian Etkicalion in 
China is set forth in the Report of the Sixteenth Conference 
of Foreign Missions Boards of the United States and Canada, 
1909, and is contained in the recommendation of its Com- 
mittee on Reference and Connsel, "that a committee be ap- 
pointed to assist- the Boards and other Christian agencies, and 
to co-operate with the General Educational Committee* ap- 
pointed by the Shanghai Conference, and with the China Edu- 
cational Associationf in bringing the educational needs of 
China before the people of the United States and Canada, and 
to aid in securing such sums as may be found practicable for 
this purpose." After cafeful consideration the Conference 

"Resolved, That the proposal for the appoinlnicnt of a Committee on 
the present educational needs and opportunities in China be approved, 
and that this Committee consist of the Committee on Reference and 
Counsel \Vith the addition of twelve laymen, not more than half of 
whom shall l)e members of mission boards, these laymen to be chosen 
by the Committee on Reference and Counsel, and this new Committee 
to appoint its own oflicers ; and, That the function of this Committee 
shall be to promote a larger interest in Christian education in China, 
but it shall not itself receive or administer funds therefor without fur- 
ther action of this Conference." 

* Now called Tht- Cliiiia Cfiitonary >ris;sinii.TiT Coufpivnce Gonor.al I'.n.ird of Edu- 
cation. 

t Edncatioiial Association of China. 



MEMBERSHIP OF THE COMMISSION. 

President Edgar A. Alderman, LL.D., University of Virginia, Char- 
lottesville, Va. 

The Rev. James L. Barton, D.D., 14 Beacon Street, Boston, Mass. 

The Rev. Thos S. Barhour, D.D., Ford Building, Boston, Mass. 

The Rev. Arthur J. Brown, D.D., 156 Fifth Avenue, New York. 

The Rev. Henry N. Cobb, D.D., 25 East 22d Street, New York. 

The Hon. John W. Foster, LL.D., 1323 i8th Street, Washington, D. C. 

Mr. W. Henry Grant, 156 Fifth Avenue, New York. 

President Arthur T. Hadley, LL.D., New Haven, Comi. 

The Hon. Charles E. Hughes, Hotel Astor, New York. 

The Rev. Walter R. Lambuth, M.D., D.D., 346 Public Square, Nash- 
ville, Tenn. 

The Hon. Seth Low, LL.D., 30 East 64th Street, New York. 

Mr. John R. Mott, 124 East 28th Street, New York. 

Mr. George Wharton Pepper, 1730 Pine Street, Philadelphia, Pa. 

Mr. N. W. Rowell, 46 King Street West, Toronto. 

Mr. Robert E. Speer, 156 Fifth Avenue, New York. 

The Rev. Homer C. Stuntz, D.D., 150 Fifth Avenue, New York. 

The Rev. Alex. Sutherland, D.D., 33 Richmond Street West, Toronto. 

The Rev. Charles R. Watson, D.D., 200 N. 15th St., Philadelphia. 

President Woodrow Wilson, LL.D., Princeton, N. J. 



RECOMMENDATIONS AS TO THE PRESENT SCOPE AND WORK OF 
THE COMMISSION AS ADOPTED JANUARY 12, I9IO. 

That the Committee be called "The Commission on Chris- 
tian Education in China." 

That the tentative report of the Commission which is before 
the Conference in printed form be regarded as a report of 
progress; that the Conference express satisfaction with the 
Commission. 

That the Commission be authorized at its discretion to add 
to its number not to exceed five men, who may be either min- 
isters or laymen, including the two laymen still required to 
complete the number of twelve laymen authorized last year. 

That the Commission be authorized at its discretion to elect 
from its membership an executive committee, and to determine 
the powers and duties of the same. 

Following its appointment it was deemed wise that certain 
preliminary information should be gathered for the purposes 
of the Committee, and to this end the secretary of the confer- 
ence was attthorized to conduct correspondence in behalf of the 
Committee. The following report is based largely upon this 
correspondence and matter already published but not imme- 
diately available for circulation. 

GIFT 2 

UBS. W0O0«0W WILS0^' 
"OV. 29, lo^o 



Before presenting matter relating to existing constructive 
movements it appears necessary to give a brief historical 
resume, setting forth the beginnings and wide extension of 
educational missionary work, and the natural presentation and 
discussion of this subject in the general conferences of mis- 
sionaries, which gradually led to the formation of the mis- 
sionary "Educational Association of China" and of the "Gen- 
eral Board of Education," active membership in the first being 
confined to members of "Protestant Christian Churches en- 
gaged or who have been engaged in -educational work or in 
making and editing school and text books," the second repre- 
senting the Centenary Missionary Conference held in Shang- 
hai, 1907. 

HISTORICAL RESUME. 

The very nature of mission work binds the propagation of 
the Gospel to an educational development : first, the missionary 
is himself at school, in studying a new language, and inci- 
dentally is educating his teacher. Those to whom he has ac- 
cess immediately begin to widen their literary and intellectual 
horizon, and to enter a distinctly higher sphere of philosophy 
and ethics, and to find the deeper moral causes underlying the 
rise and fall of empires. 

In China, following John of Monte Corvino in the thirteenth 
century, we find the Jesuit Fathers in the sixteenth century in- 
troducing the knowledge of the elements of Western science and 
history of that era. Later, after the beginning of the Protestant 
Missions, Morrison's first work was the creation of a dictionary 
containing a Chinese and English working vocabulary, which 
became the stepping stone to the study of the Chinese language 
by foreigners and of the English language by Chinese. The 
next step was the founding of the Morrison Educational Soci- 
ety with its school near Canton, and the issuing of text-books 
in Chinese and English of an elementary character. 

Mission day and boarding schools followed the opening of 
mission stations in all parts of the Empire. Many of the day 
schools at first were very elementary and largely given to the 
teaching of children to read, especially the Bible and books of 
a primary order containing distinctively Christian ideas. The 
boarding schools served for somewhat higher training and 
brought the youth into more direct contact with the mission- 
aries. In some cases these were carried on with the distinct 
aim of raising up a body of native helpers. In other cases the 
aim was mainly to lift the children out of their heathen environ- 



ment and give them some opportunity to breathe the higher 
Christian atmosphere of the school. So it came about in the 
course of time that schools were multiplied and the mission- 
aries found they had a vast educational problem on their hands 
without special preparation for organizing and conducting edu- 
cational work. This problem was greatly enhanced also by the 
fact that they were presumably to prepare the leaders and 
teachers, without which the work itself could not become estab- 
lished and extend. 

As early as the General Conference of the Protestant Mis- 
sionaries of Cliina, held at Shanghai, May, 1877, full time waj 
allowed for papers and discussions concerning the educational 
work, under the following heads : "The Relation of Protestant 
Missions to Education," "Day Schools for Boys and Girls," 
and "Boarding Schools for Boys." 

This process was repeated, though more was assumed, at the 
General Conference of the Protestant Missionaries of China, 
held at Shanghai, May, 1890, when leading essays were pre- 
sented on the following themes: "History and present condi- 
tion of mission schools and what further plans are desirable" 
(Rev. R. N. Plumb, x\merican Methodist Episcopal Mission, 
Foochow). "How may educational work be made most to ad- 
vance the cause of Christianity in China?" (Rev. C. W. Ma- 
teer, D.D., LL.D., American Presbyterian Alission, Tungchow, 
Shantung). "The relation of Christian education to the pres- 
ent condition and neerls of China" (Rev. D. Z. Sheffield, Amer- 
ican Board, Tung Chow, Chili). "The Best ^Method of Se- 
lecting and Training Efficient Native Assistants, Preachers, 
School Teachers, etc." (Rev. Mart. Schaub, Basle Mission, Li- 
long). "The Best Method of Selecting and Training Native 
Preachers, etc." (Rev. J. Lees, London Missionary Society, 
Tientsin). "The Place of the Chinese Classics in Christian 
Schools and Colleges" (Rev. A. P. Parker, D.D., Methodist 
Episcopal Church, South, U. S. A., Soochow). "Girls' 
Schools" (Miss Hattie Noyes, American Presbyterian Mis- 
sion, Canton, and Miss Laura A. Playgood, Methodist Episco- 
pal Church, South, LJ. S. A., Shanghai). 

FORMATION OF THE EDUCATIONAL ASSOCIATIONS OF CHINA. 

During the Shanghai Conference of May, 1890, a few of 
the missionary educators present at the sessions of the confer- 
ence met to take into consideration the advisability of forming 
an educational society. "The objects contem])lated were to 
give unity to their wM:)rk, to devise some convenient means for 

4 



discussion of questions of common interest, and to provide 
facilities for the preparation and publication of suit^ible school 
literature." The Association known as the Educational Asso- - 

ciation of China was duly formed and a constitution and by- ^ 
laws adopted,'''' and a provisional list of ofihcers appointed. 

The General Conference approved the turning over to this 
Association of the books, materials and funds which had ac- 
cumulated in the hands of the special committee on "School 
and Text-book Series," appointed by the General Missionary ^ 
Conference of 1877. This took place on May 20, 1890. On 
the following day a meeting of the members of the Association 
was held. Following this meeting the general secretary, Rev. 
W. T. A. Barber, of Wuchang, issued a prospectus giving an 
account of the objects and aims of the Association, pointing out 
the advantages that would arise from united effort in the estab" 
lishment and working of mission schools, and inviting all en- 
gaged in educational work in China to become members. 

The Educational Department of "The Chinese Recorder" 
became the monthly bulletin of the Association, containing its 
notice.^ and reports of progress and leading articles on educa- 
tional work. The first number of its "Monthly Bulletin" appear- 
ed in May, 1907, which changed its name January. 1909, to 
"The Educational Review" (Vol. 2, No. i). 

It would add too great length to this report to ciie the nu- 
merous articles of a high character which have appeared in 
"The Chinese Recorder," in the "Monthly Bulletin" and the 
"Educational Review." though it would be very helpful to re- 
publish some of these articles, and print an inflex whereby 
those studying the subject could quickly find the materials. 

By the amended constitution and by-laws, see Educational 
Review, August, 1909, page 57, a section was added authorizing 
the secretary to enroll as Honorary Life Members all who pay 
into the treasury of the Association in one payment $50.00 in 
gold ; as Sustaining Members, $5.00 gold ; as Corresponding 
Members. $1.00 gold. 

Resolutions Adopted at China Centenary Missionary 
Conference, INI ay, 1907. 

appointment of general board of education. 

I. Whereas, The opportunities for Christian Educational 
work have greatly increased in the last few years, owing to the 
reforms taking place in China, and, whereas, this demand for 



See Appeudix. 



enlightenment seems to constitute a distinct call from God to 
the Christian Church, 

Resolved, (a) That we urge upon the home churches, 
through the Boards of Missions, the necessity of developing the 
secondary or high schools and colleges already existing, and 
the founding of new ones where none have been established ; 
that we ask for more liberal support for this educational work, 
not only as regards money but also as regards the number of 
men and women assigned to take part in it ; inasmuch as we 
consider that the efifort now being put forth is in no sense 
commensurate with the opportunities at our door, and realize 
that unless we seize upon the opportunities as they arise, we 
may lose them altogether. 

(b) The necessity of making our whole primary school sys- 
tem more efficient by the appointment of missionaries who have 
had a special and thorough training in Home Normal Col- 
leges,* to take the superintendence of the primary schools of 
the Mission to which they are appointed. We would also urge 
on our Boards the importance of a more liberal allowance for 
the equipment of such schools. 

II. Resolved, That the attention of the different missions 
be called to the urgent need of union and co-operation between 
the colleges of different churches at the same centers, and that 
every effort should be made to avoid overlapping and redupli- 
cation in the further extension of educational work. 

III. Resolved, That all missions should be urged to unite 
in the establishment of Union Normal Schools in, at least, one 
center in each province, if possible, in connection with already 
existing institutions. Also, to meet the immediate need of 
largely increasing the number and efficiency of our primary 
schools, we earnestly recommend the establishment of summer 
normal schools in all the provinces for the better training of 
Christian teachers. 

IV. Resolved, That a General Education Committee be ap- 
pointed ( I ) to study the whole field of education in China with 
a view to representing to liberal givers in the homelands the 
pressing need of strengthening and extending the work of our 
secondary schools and colleges. (2) And, inasmuch as the 
founding of a Union Christian University in China would be 
of great benefit to the cause of Christian civilization in this 
empire, this Committee should take into consideration how it 
is practicable to establish such a university. 



* Teachers' College.s, in Europe or America. 



Further, That this matter be referred to the Committee of 
Reference to draw up and report to this Conference plans for 
the formation and work of such a general Educational Com- 
mittee. 

SUPPLEMENTARY RESOLUTIONS. 

1. Resolved, That a General Education Committee of at 
least forty be appointed, which shall have the following duties : 

(a) To study the whole field of education in China. 

(b) To make representations regarding these matters to the 
Christian public in the homelands, especially in regard to the 
pressing need of strengthening and extending the work of oui 
secondary schools and colleges. 

2. Resolved, That this committee elect from their own 
number an Executive Committee of eleven. 

3. Resolved, That this Executive Committee be given full 
power to confer with the Executive Committee of the Educa- 
tional Association and, if it seem wise, to relate itself to that 
organization. 

4. Resolved, That we recommend that those in charge of 
educational institutions, by leading Christian students to take 
part in dilTerent lines of evangelistic work seek to direct their 
minds to the ministry of the Gospel. 



EDUCATIONAL ASSOCIATION OF CHINA. 

Whereas, The work of the Educational Association of 
China has increased to such an extent that it can no longer be 
carried on efficiently by the voluntary service of missionaries 
already overburdened with the many responsibilities of their 
respective missions ; and. Whereas, the time has come for push- 
ing forward the work of the Association in such a way as will 
make it a more efficient agency in serving the whole body o£ 
missionaries engaged in educational work ; 

Resolved, (a) That steps be taken to procure as speedily as 
possible a fund sufficient to place at the disposal of the Execu- 
tive Committee, a sum of not less than ten thousand dollars 
gold, or two thousand pounds, per annum, thus enabling the 
committee to secure the services of two foreign secretaries and 
two Chinese assistants, to rent a suitable office, to publish two 

7 



educational periodicals, one in English and one in Chinese, and 
to render more efficient service to the cause of Christian edu- 
cation. 

I'RRSKNT STATUS OF CHRISTIAN SCHOOLS IX CHINA. 

Statistical data is not available out of which to compile a 
report on either Christian or Government schools and colleges. 
The reports show that some of the Christian colleges have full 
college courses as ordinarily understood, while others have only 
one or two classes of college grade or none at all. In some cases 
there is a system of graded schools leading to the college ; in 
other cases the students first pass through the preparatory de- 
partment of the college itself. The secretary of the Educa- 
tional Association is now gathering the complete statistics and 
they will be available probably within a few months. 

We are indebted to the Rev. F. L. Hawks Pott, D.D., Presi- 
dent of St. John's University, Shanghai, and of the Educational 
Association of China, for the following general statements 
regarding the "Present Status of Missionary Schools." 

"The Church has come to appreciate as never before the im- 
mense value of this branch of missionary enterprise, and the 
uniqueness of the opportunity it affords for influencing classes 
which otherwise could not be reached. A broader view is tak- 
en of the Church's mission in the world, and we realize more 
fully that it is to leaven the social and national life, and that 
Christian education is an important factor for the accomplish- 
ment of this end. 

"There are at least seven hundred men and women mission- 
aries wdio give the larger part of their time to teaching. Schools 
of all grades are under their control and oversight. At least 
1500 primary schools have been established giving instruction 
to 30,000 pupils. Elementary day-schools are on the increase, 
and boarding schools for boys and girls are numerous, provid- 
ing education for 12,000 pupils. As many as twenty institu- 
tions may be said to have attained the rank of colleges, and a 
few have assumed the name of university. Some of the col- 
leges have theological and medical departments connected with 
them. In addition, there are separate union theological and 
medical schools. 

"The standard of the work in many of the institutions is of 
high order. It is no exaggeration to say that up to the present 
time the best educational work in China has been done by the 
missionaries. This is evidenced by the fact that the students 
who go from these institutions to study abroad are better pre- 
pared, and ac(|uit themselves most creditably in England and 

8 



America. The position to which we have attained then is 
this ; we have developed all grades of educational work up to 
the college, giving a sound education in arts and science, the- 
ology and medicine, and we have produced a few institutions 
which are universities in the process of making. The gradu- 
ates are loyal and patriotic subjects of the Empire, with moral 
integrity and earnestness of purpose. They are not found in 
the ranks of the revolutionaries, but are eager to help in the 
reform movement in this country by helping in the spread of 
the new ideas and of higher ideals of life. They have already 
done good service for their country by filling posts as teach- 
ers in the new Government schools and colleges. They form 
one of the most enlightened elements in the social and politi- 
cal life of the empire. 

'Tt will not do, however, to paint the picture in roseate 
hues, but we will do well to put before ourselves some of the 
elements of weakness in our work which hinder it from be- 
coming more efficient. The first of these elements of weakness 
is our lack of definite system. A second element of weakness 
arises from the fact that undoubtedly there is at present a 
lack of economy in the expenditure of resources and energy. 
This is due to the lack of union. As I have already stated, w^e 
have produced colleges and a few embryo universities, but 
none of them are as strong and efficient as they should be. 
Each one is conducted at a large expense and educates compara- 
tively few students. The universal cry is lack of means and in- 
sufficiency of stafif. Each is 'eagerly hoping that some wealthy 
philanthropist will bestow his bounty upon it, and put it into 
a position to enlarge its work and develop into a flourishing 
university. Meanwhile each goes on with its struggling ex- 
istence. 

"A third element of weakness to which I would allude is the 
lack of continuity in our work. It has its source in what I 
have already mentioned, the attempt to carry on a large work 
with an insufficient force. 

"The last element of weakness to which I will refer is that 
our education is not practical enough. We train men in the- 
olog}' and medicine, but apart from these, we have no profes- 
sional schools. Where are our schools of law, and engineering 
and mines, and agriculture? They simply do not exist at all. 

"The elements of strength in our work are, first, the large 
amount of liberty we possess. Safe-guarded by treaties, we 
are free to develop in this country, as a branch of missionary 
work, the school and the college on the lines which we deem 



to be the best. We are hampered with no restrictions. We 
can be of more real value to China by keeping the management 
of our institutions in our own hands. The day has not ar- 
rived when we can allow the Government to exercise an active 
control over them. We can modify our curriculum, we can 
submit to inspection, we can send our students to examina- 
tions, but we can do nothing that will hinder the distinctly 
Christian character of our work, or will interfere with our 
Christian aims. I firmly believe that our wisest policy is to 
cherish our liberty and not to be over-anxious about Govern- 
ment recog^lition. 

"Another great element of strength is that our institutions 
are Christian. The Christian college furnishes the Christian 
environment. Here in China the contrast between the Chris- 
tian and the non-Christian college is more sharply accentuated, 
than in America. 

"The last element of strength to which I will allude is the 
better administration and discipline of our institutions. The 
explanation lies largely in the fact that up to the present time 
the Chinese have placed at the head of their institutions men 
high in official rank, but without any experience as to how a 
college or school should be conducted. These men have not 
been educated on modern lines and know nothing of the 
science of education. W'hat commends our schools so highly 
to the Chinese at present is that they know they are well 
managed." 

Recently the management of a large government institu- 
tion in China was offered to a thoroughly well educated young- 
Chinese of high Christian character. Every one thought he 
was eminently fitted for the position and regretted to hear that 
he had declined it. When asked his reason for so doing, he 
replied that he did not have sufficient official influence to make 
it possible for him to carry on the work successfully. He 
would not be able to take a firm stand on any question unless 
he could count on a strong official backing. It would be pos- 
sible for his enemies (and he would be sure to make such) to 
have him removed on one pretext or another whenever he did 
anything that might arouse op])osition. 

Turning to a consideration of what should he (Hu- special 
aim at the most critical period, Dr. Pott says, "One great pur- 
pose should undoubtedly be to strengthen existing institutions 
and to raise them to their highest point of efficiency. In the 
extension of our work we must profit by the mistakes already 
made and cease to nuilliply boarding schools and colleges in 

10 



centers already occupied, and as far as possible where insti- 
tutions exist in close proximity, co-operation and afifiliation 
should be our ideal." "If Oxford and Cambridge can provide 
what is needed for a certain center let us welcome the gift 
gladly. If we cannot get help in this way from English and 
American universities, we must take into consideration what 
we can do ourselves by working together, and no spirit of 
rivalry or jealousy should be allowed to stand in our way." 

"We must have the further aim of working as far as pos- 
sible in harmony with the system of government education. 
We must not regard it as an enemy, but as an ally." "If we 
do our work thoroughly and conscientiously, actuated by the 
highest motives, it will continue to be blessed by Him who 
presides over the destiny of this nation, and is working out 
before our eyes His own great plan for the elevation and re- 
generation of this people." 

THE EDUCATIONAL WORK OF THE CHINESE GOVERNMENT. 

Among the "Let there he's" in the form of Chinese Imperial 
Edicts is the following which appeared in the Monthly Bulletin 
of the Educational Association of China, May, 1908: 

"All boys over eight years of age must go to school, or their parents 
or relatives will be punished. If they have no relatives, the officials will 
be held responsible for their education." 

The caj-rying out of this simple but comprehensive order will 
require one million schools in place of the now estimated forty 
thousand, a multiplication of the present number by twenty-five, 
or an addition of nine hundred and sixty thousand schools with 
a staff of one million and a half to two millions of teachers and 
all that is involved in their preparation and the financing of the 
scheme. In presenting some aspects of the educational work 
of the Chinese Government, without attempting to recite all its 
difficulties or to give a careful description of the few schools 
which have attained a fair degree of efficiency, we shall draw 
largely upon an article by John C. Ferguson, Ph.D., which ap- 
peared in the Educational Review, June. 1909, entitled ."The 
Government Schools of China." 

"A general system of schools for the whole Empire, under 
the supervision of the Government, is of such recent date that 
available information as to what has been already accomplished 
is limited in scope and frequently lacking in detail. After the 
establishment of the Board of Education in 1905 there was 
worked out, largely under the direction of Their Excellencies, 
Sun Chia-nai and Chang Chih-tung, a comprehensive scheme. 



which included the estabHshment of a Central University in 
Peking, affiliated Colleges, Technical and Normal Schools in 
each Provincial capital, High Schools in each Prefectural city, 
and Primary Schools in each Departmental city and village. 
This is a bare outline of a plan which contemplated as its final 
outcome compulsory education in Primary Schools of all boys 
and girls, and provision for the more promising students to 
be able to advance, through higher schools, to a normal, tech- 
nical or university education. In order to give uniformity to 
these schools, an elaborate Covirse of Study was laid out as a 
general guide in the formation of a completely articulated 
system of national education. The whole scheme, including 
regulations, courses of study, suggestions as to the method of 
establishing schools, etc., etc., was embodied in a large tome, 
prepared by H. E. Chang Chih-tung, and authorized by Im- 
perial edict. A careful perusal of these volumes shows that 
the underlying principle of their compilation was the desire to 
maintain and provide for thorough instruction in the classical 
and historical literature of China, thus enabling the new sys- 
tem of education to attach itself, without too great a wrench, 
to the earlier system which was centered around the Civil Ser- 
vice Examinations. This principle was unquestionably a wise 
one, judged by the standard of educational usefulness in na- 
tional life, but entailed a consequent difficulty in delaying the 
rapid development of the new form of universal education. 



"Under the former system of China the Government made 
no provision for instruction, but confined itself to the single 
task of examining pupils who presented themselves as candi- 
dates for degrees. Instruction was obtained through private 
tutors, or in schools opened by teachers on their own respon- 
sibility. There was no supervision of existing schools, no 
fixed courses of study, no text-books, and no specified qualifi- 
cation for teachers. Each small school was a law to itself, 
and each teacher used such books and methods as were familiar 
to him. The aim of the system was to produce men of parts 
who would stand high in the examinations for degrees, and 
those teachers were considered the best in their profession 
who had the largest number of successful candidates. In this 
respect it difTered wholly from the aim of the new system, 
which has for its goal universal education. The difficulty of 
joining together two systems with such distinctly different 
aims must be appreciated and understood by those who desire 
to know the present status of government education in China. 



"It was reasonable to expect that the first steps taken by a 
Government accustomed to the former regime would be the 
founding of schools and ctslleges devoted to instruction in 
higher branches. Men of thorough attainments in the new 
learning were needed at once, and the attempt was made to 
produce them from these advanced schools. Laboratories were 
equipped, foreign instructors engaged, large buildings erected, 
and generous endowments provided. It was soon found, how- 
ever, that these provisions did not make it possible to turn out 
the finished product of well-educated men in a short time. 
Students whp entered after having had irregular training for 
several years in various schools were still obliged to pursue 
their studies for many subsequent years in order to attain to 
a fixed uniform standard. One school of high grade in the 
north gathered students from southern ports where foreign 
schools had been established for many years. This plan of 
securing students was not continued, for the reason that each 
Provincial Government soon decided that its first duty was to 
educate students from its own province, and that, in order to 
do so. it must take them through several years of preparatory 
training before they were fit to commence special studies. 
Other schools started with students who had had a thorough 
preliminary training in Chinese studies, and were able to de- 
vote a large portion of their time immediately to modern sub- 
jects. After two or three years of training, the best of these 
were sent abroad, the underlying object being to hurry for- 
ward their thorough training in as short a time as possible. 
However, it was found that, whatever method was followed, 
it was impossible to obtain well-trained men without going 
through long years of patient study. The old system required 
from fifteen to twenty years for the average student to reach 
his first degree, but it was hoped that the new system would 
enable men to reach a similar degree within a much shorter 
time. There was a wave of enthusiasm, lasting two or three 
years, for the sending of students to Japan to take short 
courses which would fit them to become teachers in Primary 
and High Schools. As many as twenty or thirty thousand 
young men, thoroughly representative of the best type of 
learning under the old system, went to Japan filled with the 
hope of reaching their goal in a short time. With the solid 
good sense which is characteristic of the Chinese race, they 
soon discovered that they had made a mistake. The new 
learning, they found, needed the same amount of patient study 
that had been required under the old system, and they returned 

13 



to their own land to continue the time-honored, patient, pur- 
suit of knowledge. From every possible source it was borne 
in upon the leaders of the educational movement that the at- 
tempt to introduce the new education from the top, by the 
establishment of a few schools of higher learning, was 
an impossible one, and that the only way to accom- 
plish this purpose was to encourage the establishment 
of large numbers of I'rimary Schools. The growth 
of this opinion did not follow, perhaps, in chronologi- 
cal order the stages which I have been indicating, but was 
uncjuestionably influenced and modified by each one of these 
considerations. The result has been that there has been a 
standstill in the development of higher schools; each of them 
remains practically what it was live or six years ago, and as 
these schools have been the best known of all the parts of the 
system, many have formed incorrect opinions as to the pres- 
ent condition of Government education. 

"One marked feature of these higher schools was the employ- 
ment of foreign instructors. When they were founded, it 
was considered as necessary to employ foreign teachers as to 
erect school buildings. The employment of foreign teachers 
gave at once a character and standing to school enterprises. 
It was customary to estimate the standard of a school by the 
number of foreigners employed. . . . During the last few 
years a change has come, and there has been a gradual dimin- 
ution in the number of foreign teachers, although it must be 
remembered that at no time has the number of such teachers 
been large. . . . Many of those whose services were dispensed 
with were men of wide experience in educational work m 
China. Their dismissal was frequently the result of no stated 
policy, but simply because the management of the school had 
passed into other hands. In explanation of the decrease in 
the number of foreign instructors, it must be noted that, at the 
time of the founding of schools, it not infrequently happened 
that foreign professors were engaged to teach special sub- 
jects which there were no stutlents fitted to undertake. The 
result was that these specially qualified teachers spent a large 
proportion of their time in teaching some foreign language, 
and that they were never able, during their whole term of ser- 
vice, to teach the subjects for which they were engaged. . . . 
A fuller understanding of the educational needs on the part 
of those in authority is sure to reveal the fact that it will be 
necessary to employ many foreigners in the development of 
education in China, and in the formation of a teaching pro- 
fession. 

H 



"Allusion has been made to the discovery that many schools 
which were started as schools of higher learning were in real- 
ity only elementary in their grade. This, together with the 
recognition of the fact that it was impossible to introduce the 
new education from the top, caused the Government to divert 
its energies from the existing advanced schools to the founding 
of large numbers of elementary schools. The Government 
policy, since the establishment of the Board of Education, has 
been the encouragement of elementary rather than advanced 
schools. Local officials and gentry have everywhere been eii- 
couraged to start small schools, in unpretentious buildings, 
and without the need of large sums of money. 

"In an address before this Association several years ago, I 
alluded to a plan providing Readers for the teaching of the 
Chinese language. ... At the present time, such Readers are 
so common as to cause younger teachers to imagine that they 
had always been in use. In all modern schools they have re- 
placed the former clumsy method of teaching the language by 
memorizing the Classics. They have made it possible for a 
child to learn to recognize characters much more quickly than 
formerly, and to be able to put these characters together into 
simple sentences. The introduction of Readers has marked 
a decided progress in the advance of universal education, as 
they have made easier the stupendous task of mastering the 
knowledge of Chinese written characters. The tendency of 
these modern schools is toward a more simple method ot ex- 
pression, but it yet remains to be seen whether theii methods 
will be able to produce a sufficient number of writers of the 
style required for official documents and books. It is hardly 
probable that the best style of writing can be acquired by those 
who have so many new subjects to be mastered, while at the 
same time they are expected to be men of good physique. 

"From the large number of students who have gone to for- 
eign countries to pursue courses of study, it might have 'been 
expected that the supply of well-qualified teachers would be 
proportionate to the demand; but unfortunately such, is not 
the case. Only a very small number of returned students de- 
vote themselves in the work of teaching. Even those who do 
find positions in schools rarely expect to devote their lives to 
teaching, but only make it a stepping-stone to other more htera- 
tivc employment. This is to be expected in the case of teach- 
ers of elementary schools, but not in the case of the higher 
schools. These should be able to secure and retain perma- 
nently the services of men who have received thorough train- 

"15 



ing. It should have been possible by this time to secure re- 
turned students as teachers in every important position in all 
Provincial Colleges. The Board of Education at Peking and 
the Provincial Bureaus of Education should also have had a 
good supply of them for their work. Up to the present, how- 
ever, it remains true that this class has not contributed any 
appreciable influence toward the spread of the new education 
of which they themselves are the product. Too little of the 
altruistic spirit has been found among them. This can be ex- 
plained to some extent by the urgent demand for them in lu- 
crative Government positions, but they are more needed in 
schools than anywhere else. 

"In this rapid and imperfect survey of the present condition 
of education in China, the conclusion is reached that there is 
coming to be a better recognition of the real educational needs 
of the Empire." 

GOVERNMENT AND CHRISTIAN SCHOOLS COMPARED. 

A comparison between the Government and Christian schools 
is more or less broug'ht out in various letters and articles. 
While the missionary educators at present claim to have the 
best schools in China, they do so with modesty and with a very 
general acknowledgment that the educational opportunity has 
been neglected and that, excepting in a comparatively few dis- 
tricts, a system of graded schools has not been sufficiently de- 
veloped to constitute a clearly defined educational scheme. In 
this respect the Christian colleges are little better off than the 
Government colleges, in the lack of feeders in the shape of 
good primary, elementary and secondary schools. 

The comparison between Christian and Government school> 
and colleges is not based upon their educational efficiency, 
though many of the Christian schools are at present more ef- 
ficient as educational plants than the Government schools. 
The chief emphasis is placed upon the moral environment and 
the uplift given through Christian teaching. Indeed many have 
conceded that as the Government perfects its system its school> 
must in time become formidable rivals to the existing Chris- 
tian schools, and that unless the latter are further strengthened 
and perfected as schools they must go to the wall. One pre- 
pared to speak authoritatively on the subject writes: "The 
Qiinese are determined to work out a system suited to their 
needs. . . . There must be much of experiment before their 
new system is wrought out, but they will succeed in the end. 
. . . The government schools of today are greatly hindered 
by the lack of a sufficient number of competent teachers. Still 

i6 



some of these schools in certain hnes are snperior to the mis- 
sion schools. For all round education that brings real culture 
and the true development of the man, the mission schools are 
far ahead. The great lack in the Government schools, and 
that which renders them unfit for China's need^ is the want of 
proper training for the moral and spiritual man. The old 
Confucian system, while still holding a place of great influ- 
ence, is practically discarded by young China. Its power to 
mould character has been greatly weakened by the coming of the 
new learning, and the teaching of its truths in the schools is 
largely formal. Here is both the opportunity and the urgent 
need for the mission schools. The education they impart not 
only trains the intellect but develops true manhood. Very 
many of the Chinese, of -the officials and gentry, recognize this 
lack in their modern schools, hence the large patronage re- 
ceived from this class by the mission schools." 

The difficulties which beset a properly regulated educational 
advance in China under governmental guidance and control are 
set forth in the following terms : 

■'The Government Education is first of all very poorly co- 
ordinated. Some officials are drawing funds for the support 
of schools and putting them into their own pockets, while 
others are using for the schools under their care all the funds 
available and in addition getting other funds by private sub- 
scription. The plan laid down by the Central Board of Edu- 
cation if it could be carefully and scientifically carried out, 
would bring large results ; but teachers are lacking. Foreign 
educated young men, as a rule, find the disadvantages of the 
teacher's life too great, and the allurements of official or pri- 
vate business life too great to continue in the schools to which 
they may be attached. Their heart is not in their work, 
many do not try to put what they have learned in the English 
over into Chinese so as to make it available to all their class. 
Again every school is jn the hands of four sets of managers, 
the Board of Education, which may include the central board 
and a local board, the directors of the special school, the fac- 
ulty and the students. The latter, by playing one cf the for- 
mer off against one or both of the other two, are almost in every 
case able to decide the policy of the school and are almost always 
able to procure the dismissal of a teacher, foreign or native, 
to whom they may have taken a dislike. Such schools may 
hardly be said to pursue an enlightened and continuous policy 
for two consecutive years. Only last year, the Imperial Uni- 
versity, after having gradually gotten rid of its foreign faculty, 
graduated its only class and now it has to begin from the bot- 

17 



torn again with no source from which to draw students to 
make up even a freshman class. I should add that there are 
exceptional and very encouraging cases in both Government 
and Private Schools where an enlightened policy is carried out 
continuously." ' 

Tin-: USli OF ENGLISH IN THE SCHOOLS OF CHINA. 

Rev. Dr. James L. Barton, one of the Corresponding Secre- 
taries of the American Board, and a member of this Commit- 
tee, in stating his opinion that the Committee should have full 
and first hand information on the subject of education in 
China, lays special emphasis on the Committee's knowing "the 
Chinese estimate as to the value and importance of the study of 
English." This question is one which naturally calls for Chi- 
nese rather than American and British opinion, but in some 
measure it may be answered by citing the reports from various 
quarters to the effect that the government colleges and profes- 
sional schools use the English language in imparting a knowl- 
edge of western science and history. 

On the other hand, perhaps the larger number of students 
in Christian secondary schools have acquired very little, if any, 
use of English and would have to take two years additional 
preparation to enable them to enter a Christian college where 
the instruction is given in English. Probably all of the Chris- 
tian colleges now teach English as a subject whether they use 
it as the medium of instruction or not. It is not the purpose of 
this report to argue for or against the use of English in edu- 
cating Chinese in China, save as it affects a still larger ques- 
tion of the preparation of a few for vital contact with Western 
thought and peoples. 

English is the language which the Chinese have chosen to learn, and 
English is the language through which the whole East is seeking to 
gain a true knowledge of Western civilization, science and religion. 
Therefore to the Chinaman English literature, classical and current, 
may be said to contain nine-tenths of all that it is important for hini 
to know from the West, including translations from the Greek, Latin 
and modern European languages. It is far more important for him to 
use one language in gaining this knowdedge than to go on with karning 
other languages. Of equal importance is his knowledge of Chinese in 
its written form, so that he may translate his knovledge for his coun- 
trymen and be looked upon as an educated man in C^iina. 

The Wen-li, the Chinese written language, is the sine qua non of an 
educated Chinaman. It is not a spoken but a written language, and rep- 
resents, in the second respect, the Latin of the middle ages. It must for 
a long time to come be the foundation of all Chinese literary produc- 
tions. The great Mandarin mav be more and more used in writing as 
in speaking, but tlie Wen-li as the language of Chinese literature and 
polite form will continue to he the foundation of scholarship. 

i8 



As long ago as the General Missionary Conference in Shang- 
hai, 1890,* the leading educators took strong positions in fa- 
vor of the use of Chinese as the medium of instruction, and 
several of the colleges which followed this course are among 
the best established. 

The Rev. Dr. J. C. Garrett, of Nanking, makes the following 
comments in the Monthly Bulletin, September, 1907 : 

"The long controversy as to the teaching of English in mis- 
sion schools appears to be drawing to a close. The final argu- 
ment is that of experience ; and the results achieved by those 
who have taken up heartily the method of giving general and 
thorough training in English seem to be, on the whole, so sat- 
isfactory that schools everywhere are yielding to the inevitable. 
The recent Y. M. C. A. conventions have gathered together 
men of evident ability, earnest Christian character, and high 
aims ; and these are the men who have English. While num • 
bers of pupils have succumbed to the mercenary spirit and 
have used their English for other purposes than the glory of 
Christ and the good of China, the strong and earnest men who 
have been evolved are worth all it has cost. One begins to be 
convinced that the missions whicli are now beginning wider 
teaching of English are ten or fifteen years behindhand in 
such work. Without belittling at all the young men who, 
without knowledge of English, are looking toward the ministry, 
or upholding the Christian name in other callings, we may 
look among the ranks of those with English for most valu- 
able and most unselfish Christian workers." 

The place of English and the problem of the Chinese classics 
has been so adequately treated by the Rev. Dr. D. L. Ander- 
son, President of the Soo Chow University that for the pres- 
ent purposes wc shall confine ourselves chiefly to his letter and 
article. 

"In mission schools thought is divided. The majority per- 
haps use the English language as the vehicle of instruction in 
all western subjects now being introduced, yet a number of 
very prominent schools use only Chinese. In Government 
Schools instruction in the new learning" is given through 
English. This has been officially adopted. To my mind the 
English is preferable to the translated book. The Chinese 
language today cannot adequately express the thought of the 
new learning. It is impossible that it should, and yet this does 
not indicate the inferiority of the Chinese language, as it is 



* Records Genoral Conference Protestant Missionaries of China, Slianghai, 1890, 
page 461. 

19 . 



often declared. If our twentieth century knowledge had 
knocked at England's door in the sixteenth century and de- 
manded immediate expression in the English language, the 
English would have been utterly unable to answer the demand, 
even as the Chinese today. Piut under the influence of the 
present day demand the Chinese language is rapidly changing 
to express the new thought. New words are coming in, old 
words are being charged with new meaning, the general style 
of writing is changing, and nowhere can the influence of the 
new thought be so clearly seen as in the new Chinese language, 
that is now being formed. But while this change is going on, 
until it has been more fully wrought out, the English language 
is the better for instruction. 

"The great work of the schools of totlay is to make the 
thought of the West "at home" in China. When a consider- 
able number of Chinese have learned through the English lan- 
guage to think the thought of the West, then they will be able 
to express that thought for their own people in their own 
tongue. Then the Chinese language will be the vehicle of in- 
struction in all the schools of the land, for Chinese scholars 
will then make the text-books suitable to their own schools 
and people. So in every case the use of the English language 
in China's schools is temporary. It can have no abiding place. 
The Chinese have a wonderful language, capable of expressing 
clearly the most subtle thought. It only needs time to adapt 
itself to modern ideas and then will resume its sway in the 
schools of the empire. 

"For this reason in every school of higher learning, even 
though instruction in Western education is given through the 
English language, there must necessarily be a thorough course 
in Chinese history, literature, composition, etc. The Chinese 
student who is ignorant of Chinese can never be of any great 
influence in his own land. 

"The use of the English language in schools should be con- 
fined to those of high grade, where full courses of study are 
undertaken in the higher branches. In primary and secondary 
schools, where there is no purpose of higher training, Chinese 
only should be the language used. It is not worth while to 
take up the pupil's time with the study of English. The Chi- 
nese language is sufficient here.'' 

CHINE.se classics a SERIOl'S PROBLEM. 

"In the changes now going on in the educational work in 
China one great need is a competent course in Chinese and a 
competent system of instruction in Chinese, suited to the new 

. 20 



era. To work this out will of course require time, and in my 
judgment this is a work that can only be done by the Chinese 
themselves, as it is a work that requires thorough knowledge 
of both the new learning and the old, of both Western and 
Chinese thought. 

"In the new etlucational system of China the place to be held 
by the Chinese language and literature that up to this time has 
been the entire educational stock of this people, presents a 
serious problem. This is a very different and far more impor- 
tant question than as to which is the better language to be used 
today as the vehicle of instruction in bringing in the new 
learning, whether to use the Chinese or the English. Which- 
ever may be considered the better for temporary use, all concur 
in this, that in the end the Chinese language must prevail in 
China and that Chinese history and literature cannot be ig- 
nored. The Chinaman who is ignorant of his own language 
and of the literature of his own land, can scarcely be consid- 
ered a man of education and influence in China, even though 
he has won degrees from some foreign university. 

"The coming of the new learning very greatly enlarges the 
course of study in a modern school. It is simply impossible 
for the student burdened with the acquisition of the new to 
devote the same amount of time as formerly to the old. Yet 
the old cannot be neglected. It is China's own. It represents 
her development through several thousand years and it holds 
very much thai is not only valuable to China today, but much 
that will be valuable to the worlch It is one of the most em- 
barrassing problems of the modern school to so arrange its 
course of study that it may include both the old learning and 
the new and place the proper emphasis on each. Different 
schools are following different methods, but so far as I know 
none are proving really satisfactory, and the problem remains 
unsolved. That in some schools the new learning is being 
taught through the Chinese language only, rather than through 
the English, does not affect this question. To gain a knowl- 
edge of the history and science of the W^est through the Chi- 
nese language is a very different thing from gaining a correct 
or adequate knowledge of the Chinese language, history and 
literature. Many students from schools where the Chinese 
language only is used, can scarcely be reckoned as educated in 
those subjects that up to the present time have solely engaged 
the attention of the Chinese scholar. W^hile some of the 
schools that use the English language as the vehicle for instruc- 
tion in all the studies of the new learning, require also very 
full courses in Chinese composition and literature. Hence 



whatever methods are foHow^d as to instruction in the new 
learning, the problem as to the old still remains." 

If this Committee can bring the colleges and universities in 
America to consider sympathetically what their attitude should 
be toward the Chinese student with respect to entrance re- 
quirements it might greatly assist in working out a general 
educational scheme for China. Our American colleges and 
universities in their entrance requirements could wisely take 
into account the educational needs of Chinese students in the 
way of language preparation of advantage in their pursuit of 
their courses leading to the bachelor's degree, without forcing 
upon them Latin and Greek or any other modern language than 
English. They should, however, require satisfactory evidence 
that the Chinese student, applying for entrance, has a compe- 
tent knowledge of Chinese composition and literature, and 
ability to write in the Chinese character, and that his knowl- 
edge of his own language in this respect is comparable to the 
college requirements in English, especially in the use of writ- 
ten and spoken English. 

THE PROBLEM OF FINANCE. 

The financing of a missionary college has its peculiar diffi- 
culties — wdiether it, the college, be a so-called independent in- 
stitution or conducted as part of the work of a Board of For- 
eign Missions. In the case of an independent college it has to 
seek the benevolent part of its support entirely*from individu- 
als. In the case of a college supported by a Board of Foreign 
Missions it has to largely supplement the appropriations from 
the supporting board by soliciting gifts from individuals. This 
arises from the fact that the higher and more thorough the 
education given the more out of proportion it is to the cost 
per missionary engaged in it and apparently the less the appeal 
to the Church at large. The ideal set before the young mis- 
sionary is that of going out as an evangelistic preacher, where 
the Gospel has never been heard, while much of the real work 
is that of a protracted siege. Whether, therefore, a foreign 
missionary college looks to a Board of Foreign Alissions or to 
an independent Board of Trustees, it is far removed from its 
initial source of supply and finds great difficulty in cultivating 
a sufficient number of regular givers to allow it to advance 
even at a moderate rate. When one making a special study of 
this department of mission work came to investigate the sub- 
ject of financial support he was puzzled to know how people 
were moved to give so generously, or assuming that there were 
thousands instead of hundreds of earnest Christian men and 



women who could give if they would, why ihcy did not re- 
spond to an appeal for so needed a work. 

The legacy of Mr. John S. Kennedy to Robert College, Con- 
stantinople, of one and a half millions is the one clear example 
of the estimate, by a wise and successful business man, of 
the character and scale upon which Christian colleges should 
be endowed, assuming that they are properly located and man- 
aged. The experience of those who have been most conserva- 
tive in not allowing their expenditures to run beyond their in- 
come agree in attributing the very existence of their institu- 
tions to a most remarkable series of providences moving a few 
individuals to give. It is a field which often needs many years 
of cultivation before it comes to the fruit. 

The inherent difficulty in the way of efficient cultivation is 
that its most earnest and effective solicitors must needs spend 
the greater part of their time in China and only once in so often 
return to America on furlough. Hence the necessity for an 
organized method of quickening and sustaining interest and 
keeping givers informed as to what their money is doing or 
might be doing. This Commission by establishing a special 
bureau might greatly aid in sustaining the interest of special 
contributors to Christian education in China, or by co-operat- 
ing with Boards and Trustees and Missionary Educators fol- 
low up their efforts by systematic correspondence and bulletins. 

It is estimated that Canada and the United States spend annu- 
ally two million dollars in missionary work in China, and that 
over one-half of this amount is expended directly in education. 

Without attempting a complete list of the Christian colleges 
in China, we may say that they group themselves around seven 
strategic centers. 

Peking. — Peking University, Methodist, North China, Union Colleges, 
Presbyterian, American Board and London Mission. 

Shantung. — Shantung Christian University, American Presbyterian, 
English Baptists and Anglicans. 

Shangh.m. — St. John's, Episcopal (Shanghai), Methodist South (Soo- 
chow), Presbyterian (Hangchow), Nanking Christian 
University. Disciples, Methodists and Presbyterians; 
(Nanking), Baptist College and Seminary (Shanghai). 

Canton. — Canton Christian College. 

FooCHOVv.— American Board, American Methodists (Foochow), Re- 
formed, America, (Amoy). 

Hankow. — Boone University, Episcopal (Wuchang), London Mission 
(Hankow), Yale Mission (Changsha). 

Cheng-tu. — English Friends, American Baptist, Methodist Episcopal, 
Methodist Canada. 



At the present time schemes looking toward nnion in higher 
educational wori< are being formulated, or are already in oper- 
ation, in Peking, Shantung. Nanking, Wuchang, Chengtu and 
Canton. 

A CHRISTIAN UNIVERSITY AND THE STRENGTHENING OF EXIST- 
ING CONDITIONS. 

At the Sixth Triennial Meeting of the Educational /Associa- 
tion of China, held at Shanghai, May, 1909, the following 
special resolution was adopted: (See Minutes, Educational 
Review, August, 1909, page 55.) 

"Resolved, ist. That as Christian educators looking to the 
highest interests of civilization in the Chinese empire, we ex- 
press the conviction that a thoroughly Christian University, 
with the highest standards of scholarship, the largest appli- 
ances for investigation, and the most modern methods of in- 
struction, would prove an inestimable boon to China at this 
turning point in her history. 

2(\. That in addition to such a university, which might 
serve as a model for all higher education in the empire, the 
size, the population of China, and the eagerness of the Chinese 
for education is so great as to render imperative the tlevelop- 
ment at the earliest possible moment of many of our existing 
colleges in the breadth and height of their scholarship, in the 
increase of their faculties, and in the enlargement of their ap- 
pliances for true university vvork." 

Without commenting at length upon these resolutions it 
might be well to call attention to the fact that this expression 
of the missionary educators neither deals with the question of 
the combination of existing colleges into one university at a 
given center, nor the question as to whether it were better to 
have one university or several, but first that a Christian uni- 
versity would be an inestimable boon to China, and, second, 
that the existing colleges should be raised in grade and their 
faculties and equipment enlarged, with a view to some of them," 
if not all, ultimately becoming great Christian universities. 



A MACEDONIAN CAI-L FROM CHINA. 

From the point of view of commerce, foreign relations, world 
economics, racial development, or that which affects them all. 
.the Kingdom of Christ, the Christian education of Cliina is 

24 



the most important question confronting Europe and America. 
It is immeasurably more important than the Cuban ques- 
tion was prior to 1898, and yet the Western nations and 
the Christian Church has hardly apprehended, much less com- 
prehended, Its importance to the permanent well-being of the 
State or the Church. .Some missionaries and a few travelers 
and missionary secretaries and statesmen have seen the vision. 
But the time has come for arousing a national interest and di- 
recting our resources and energies to the uplift of China. 

We may be sure that the Chinese will respond to every right 
move when it conies to them along the line of their felt need, 
and that we shall be vitalized and uplifted ourselves as a nation 
by every effort we put forth in her behalf. Our interest in 
China and the Chinese students should be cordial, broad, and 
liberal and considerate of the steps that must be taken by her 
students in acquiring the new learning. 

In this campaign we need the assistance of our Christian 
ministry, of our statesmen, our college presidents and profes- 
sors, and of our intelligent Christian laymen and women. 

SOME PROBLEMS TO BE STUDIED BY THE COMMISSION. 

A Christian EducaticMial System for China including uniform 
grading and courses. 

Relation of Christian Schools to the Chinese Government, 
and the Government Scheme. 

Important questions rising out of difficulties which the Chi- 
nese have to face in getting a thorough education in Chinese 
language and literature combined with a modern school and col- 
lege curriculum, and in meeting the requirements of examina- 
tions for courses in America leading to the "B. A." 

Relation of the Christian educational work in China to the 
Chinese students in America. 

What can further be done to encourage students to pursue 
their college courses in America, and especially to take their 
professional and graduate work here? 

The drift of Chinese students abroad toward all other de- 
partments rather than the educational. 

The Problem of Finance. 



25 



EDUCATIONAL WORK IN CHINA. 

Address by Professor Ernest D. Burton, Univeisity of Chicago, at Conference 
of Foreign Mission.? Boards, T'nited States and Canada, January 12, 1910. 

Addressing this audience it is unnecessary for me to speak 
at length of con(htions in China, or to defend the legitimacy 
of education as a part of missionary work. I may safely as- 
sume that you are familiar with at least the general facts, and 
that on the general principles we are in agreement. 

I shall therefore turn at once to questions of policy, begin 
ning indeed with some principles that pertain to missionary 
work in general, but passing as rapidly as possible to those that 
refer specifically to Education and to China. 

I. The comprehensive purpose of our work as Christians, 
in China as elsewhere, must be the promotion of the well-being 
of the people. Whatever enters into this as a constituent ele- 
ment is within the scope of that which we endeavor to achieve. 
Whatever will contribute to this is within the scope of possible 
agencies, however many of these may be excluded for reasons, 
of expediency. 

The breadth of this definition of our ]:)urpose is justified and 
demanded by three considerations. 

First it is demanded by the complexity and unity of humau 
nature. Man is not a body without a soul. Rut neither is he 
a disembodied spirit ; nor can the needs of his soul be dealt with, 
without reference to those of his body. Human well-being is 
not a matter of physical comfort only; but neither can it be 
expressed wholl}' in intellectual or distinctly religious terms. 

The breadth of our definition is demanded in the second 
place by the social nature of man, or, if you please, by the na- 
ture of human society and the relation of the individual to 
society. No man is an isolated unit. He is a member of 
society and his own well-being is bound up with that of the 
.social organism. He cannot reach his full prosperity in a dis- 
ordered or abnormal state of society. As a consequence no- 
agency that seeks to make better men can avoid taking account 
of social conditions. But the state of society in turn involves, 
problems of political science, economics and government, and 
even if we begin by caring for the individual and his spiritual 
well-being only, we shall soon find ourselves forced to deal with 
the whole man and with social relations. 

The breadth of our definition is demanded in the third place- 
by the principles of our religion. 'Tf thine enemy hunger, feed 
him; if he thirst, give him drink." "li a brother or sister be 
naked and in lack of daily food, and one of you say unto them. 
Go in peace, be ye warmed and filled, and yet ye give them not 

26 



the things needful to the body, what doth it profit." This is a 
true expression of the spirit of our reHgion, and in principle 
must apply to all whom we seek to benefit, to the needs of the 
mind as really as to those of the body, and to men in their 
social and political relations as to men counted as human units. 

2. But if this is a proper definition of the scope of our 
work, it is also evident that not every missionary agency can 
everywhere and always include within its actual operations all 
that falls within this definition. In other words the breadth of 
our work calls for specialization. But specialization is also de- 
manded by the fact that the needs of a given country at any 
given period are largely modified by the conditions prevalent in 
that country at that time. This variation in the conditions calls 
for variant emphasis on one or another phase and type of ef- 
fort. From these two facts there arises the necessity of for- 
mulating a specific policy for each country and of frequently 
reconsidering that policy with reference to its possible modi- 
fication in adjustment to changing conditions. No con- 
viction was more deeply impressed upon my mind by 
my recent journey through the East than this: the necessity of 
a definite missionary policy for each country in wliich we work^ 
and the constant study of conditions with a view to keeping 
our policy adjusted to existing conditions. 

3. When then we inquire what variations of policy are 
possible, I am myself impressed with three types, though I do 
not suppose that these three exhaust the possibililies of the 

•case. 

(a) It may be expedient in a given country to concentrate 
all effort upon the development of the Christian community. 
Whether one conceive that the future of such a community is 
to conquer and absorb all other elements of the nation and be- 
come the one community of the nation, or that it is to exist 
within the nation, itself enjoying the blessings of the Gospel to 
the full, but also radiating light and blessing into the surround- 
ing darkness, we shall not hesitate to affirm that the existence 
and development of a community genuinely and intelligently 
Christian cannot be other than a great blessing to any nation 
and that there are times and places in which the greatest service 
that can be rendered to a non-Christian nation by a Christian 
people is the development within it of such a strong Christian 
community. 

(b) It is conceivable that in a given country and period the 
most valuable service that can be rendered to the people is the 
permeation of the existing community or communities, whether 

27 



these be non-Christian or represent a low order of Christianity, 
with the highest Christian ideals. There may be times when the 
winning of converts who separate themselves from the com- 
munities to which they have belonged to join themselves to a 
new Christian commimity may be less conducive to the welfare 
of the people than that those who become imbued with the 
higher ideals of Christianity remain where they are, as leaven 
in the midst of the lump slowly transforming it. 

(c) But in the third place there may be occasions in which 
a Christian nation confronting the situation in another nation 
shall be compelled to say, in the spirit of Jesus, The needs of 
this people are so various, so serious, and so pressing that we 
cannot limit our efforts either to the building up of a Chris- 
tian community or to the permeation of the existing communi- 
ties with higher ideals, but must to the measure of our ability 
extend to them the hand of help in every phase of their life. 

It may even be necessary for a time to put the stress of ef- 
fort upon things that are not distinctly religious, that have to 
do with economic or educational conditions in the broader sense 
of the term. Certainly such a condition, conceiving it to exist, 
would not be without analogy in the homeland. There are 
times when a church and its pastor throw themselves wholly 
into the task of winning converts and building up the church ; 
and this is well. There are times when the emphasis of effort 
is in the direction of raising the moral tone of the community 
and improving moral conditions. There are times, e. g., after 
a tiood or a fire, when the chief effort of the Church is, or- 
ought to be, to relieve physical suffering, to feed the hungry, 
clothe the naked, and help the- homeless to re-establish their 
homes. So also it is with nations. The emphasis of their need 
also shifts. To them also the principle applies: "If thy brother 
be himgry or naked and one of you say to him, Be thou warmed 
and fed, and yet give him not the things needful for his pres- 
ent hour of need, what doth it profit?" The expression of the 
Gospel in deed is often far more important than the promul- 
gation of it in word. 

This is of course no novel doctrine. Il has long 
been recognized in missionary work. Medical missions, 
asylums for the insane, schools for the blind and the 
deaf are as truly Christian and as legitimately missionary as 
the street chapel or the jungle jireaching tour. 

4- But to come at length to China. T am ])ersuaded that as 
conditions are in that great Empire today, we cannot as mem- 
bers of a Christian nation limit our eff'orts either lo the dc- 



velopment of a Christian community or to the permeation of 
the Confucian community with Christian ideals, but must accept 
the far larger task of seeking to promote the welfare of that 
nation in practically every phase of its life, moral, religious, 
social, economic, political. 

That I may not be misunderstood let me add that I recognize 
to the full the need both of developing the Christian commun- 
ity and of permeating the non-Christian community with 
Christian ideals. I would not abandon or abate efforts 
to win converts, to build up churches, or to strengthen the 
Christian communities. I would not undervalue any activity 
the effect of which is to add to the high moral ideals of Con- 
fucianism the still higher ethical standards and the lofty re- 
ligious conceptions of Christianity. I am advocating not an 
exclusive but an inclusive policy ; a policy not of minimums 
but of maximums. 

Let me add also that I advocate this policy for China 
not because of any a priori prejudice in favor of it 
in general. Were I speaking of India or Japan I should say 
very different things from those which I am saying about 
China. It is the condition of China at this great moment in 
her history that seems to me to demand the policy which I am 
advocating. 

What the elements of that condition are you know too well 
to make it necessary for me to dwell upon them at length. Only 
let me remind you of a few of them. Having determined that 
she will emerge from the isolation which she has maintained 
for centuries, that she will not simply yield as she has for a hun- 
dred years to such pressure as she can not resist, but will her- 
self actively enter into the life of the nations and become one 
in the family of nations, China confronts today one of the 
greatest tasks that any nation ever faced. This is nothing less 
than the creation of a new civilization. China has reason to be 
proud of her old civilization. It has outlived all other civiliza- 
tions of the world. But she has learned that it is not fitted to 
her new era, and in this has shown a degree of insight and wis- 
dom that we cannot but greatly admire. 

The task which China thus confronts is one of tre- 
mendous difficulty. Observe what is included in it. A 
new constitution, which means in reality a ntw politi- 
cal system ; a new army, a new navy, a new economic, 
a new finance, a new science pure and applied, a new education, 
in many respects a new ethics. Observe the conditions under 
which these things must be produced. Outside, a scarcely dis- 

29 



guiseil and an imperfectly restrained desire on the part of for- 
eign nations to exploit China for their own purposes. Inside, 
a very inadequate development of the national resources of the 
Empire, a financial and political system that must inevitabl^^ 
keep the Empire poor so long as that system continues, and, 
not least, a dearth of great statesmen. The empress dowager 
was a great statesman, and she knew how to get the utmost 
service out of the statesmen in her service. Within a little 
over a year, this able woman has died. Of her ablest lieuten- 
ants Yuan Shih Kai has been forced into retirement, Chang 
Chih Tung has died. The Prince Regent from whom much 
was expected, has, to say the least, not yet demonstrated his 
capacity for great statesmanship. The situation is not hope- 
less, but it is little short of pathetic. 

Now, is not this situation justly comparable to that of an 
American city whose school houses have perished in a con- 
flagration, whose citizens are many of them homeless and half- 
clothed, whose city government is in disorder and in the hands 
of the incompetent? Or to seek a more remote analogy, to that 
of a youth who has inherited a vast but impoverished estate, 
who though the heir of millions is himself poor, untrained, 
ill-e(|uipped for the great task of administering this estate, and 
surrounded by shrewder men ready to take advantage of his 
ignorance. Is not the true response of the Christian heart to 
such a situation the desire and the effort in the hour of China's 
need to assist her in every possible way? 

In my judgment the limitation of our efforts at this time to 
any traditional lines in missionary work, the exclusion, except 
under the stern limitations of our means, of any form of work 
which will enable China to grapple with this situation, would 
be in reality a denial of the spirit of Christianity — a misrepre- 
sentation of our religion which would go far to defeat every 
direct effort we might make for the Christianization of China ; 
it would portray an insensibility of heart which would justify 
the doubt whether our Christianity is really worth their taking. 
Is it not true of organized Christianity, as of the individual, 
that it must be willing to be cast as seed into the ground to 
(lie if it woidd really live? 

5. r)Ut if now this is really the task that is before us, there 
are several important facts respecting it to be borne in mind. 

(a) This is peculiarly America's opportunity. China dis- 
trusts all foreigners, and has reason to do so. But China dis- 
trusts America, if T mistake not, a H-ttle less than it distrusts 
any other nation. The reasons for this, one need not enter 
into. One of the greatest of them is John Hay. 

30 



{h) The task before us is largely an educational one. For- 
eign scientists, engineers, financiers, and educators might con- 
ceivably assist China to reform her economic and financial sys- 
tem, develop her material resources and build up her new edu- 
cational system. But there are two insuperable obstacles to 
their actually doing so. China is too proud to allow this to be 
■done, and the task would call for more men than are at all 
likely to be available. Foreigners, ourselves among them, can 
help, must help. But in the end all must pass into the 
hands of the Chinese ; and the greatest service, the only really 
efifective service, that we can render is in helping to educate 
the Chinese to the point where they can grapple with their 
own problems and solve them for themselves. 

(c) The education that the Chinese need is one that shall be 
both broad and serviceable, broad in its base, but adapted to 
meet China's specific needs. It cannot be a European or 
American manufactured article imported into China, but must 
be made in China, adapted to the Chinese and to the needs of 
this hour. It must not be narrowly technical or narrowly utilita- 
rian ; it must be real education, calculated to make large men, 
3'et men also trained for specific tasks. 

I appreciate in some measure the great difficulty of finding 
place in a curriculum of reasonable length for a due measure 
of the literary studies that constituted the sole instrument of 
the old Chinese education, and also for those elements of the 
Western learning that will be useful to China. Yet I am con- 
strained to believe that in addition to Chinese, English and 
Mathematics, the new education must provide opportunity for 
a thorough grounding in the physical and biological sciences, 
for at least an introduction into the science of society, and for 
a course not utterly insignificant in the great civilizations of 
the world. Not all students even in the highest schools can 
pursue all these studies. But as soon as practicable the oppor- 
tunity ought to be provided. 

(d) The education that we ofifer to China must be permeated 
with the highest moral and religious ideas. It cannot be a 
mere adjunct of evangelistic efTort. It must be education in its 
own right. But neither can it neglect the moral and religious 
element. Giving the best we have to give in the physical, biologi- 
cal, historical, and social sciences, we cannot withhold the best 
we have in ethics and religion. For not only is the ethical and re- 
ligious element of education a vital and essential element with- 
out which as education it would be seriously defective, but pre- 
cisely at this juncture of China's history it is imperatively nec- 
essary to give due emphasis to this element lest instead of 

31 



raising the moral tone of Cliina's life we lower it and, even 
though improving material conditions, leave her not more but 
less fitted to achieve the great tasks that confront her as a 
nation. How this important element of education can be made 
most effective requires careful consideration — perhaps more 
than it has received. Personally I doubt the wisdom of mak- 
ing it compulsory, at least above the elementary school. But 
this doubt springs from a desire not to eliminate the moral 
and religious or the Christian element from education, but to 
inake it as effective as possible. 

(e) The education that China needs is not for men only, but 
for women as well ; not that boys and girls should be educated 
in the same school or follow the same curriculum. But in any 
plans for China it is as necessary to remember the girls as the 
boys. No phase of China's poverty is more impressive or 
more pathetic than her poverty of homes. If I am correctly 
informed China outside of Christian circles scarcely knows 
what a home is in our sense of the word. But China will never 
have homes till her women are trained to make them. 
There is no phase of education in China that appeals more 
strongly for consideration and development tlian the education 
of women. 

(f) But if these things are true, it is evident that what the 
situation really demands is not isolated schools, here and there, 
but an educational system wisely organized and broadly con- 
structed. The bulk of the education in China will of course 
be done by the government. In one of the provinces of China 
there are already one hundred times as many pupils in the new 
government schools as \\i Christian mission schools; and this 
situation is typical. The Christian schools can never rival the 
government schools in number of pupils. Nor should any at- 
tempt be made to rival them in the sense of working in oppo- 
sition to them. Christian educators should be friendly allies 
of government education and Christian schools helpers to gov- 
ernment schools. The West China Educational Union has 
shown the right spirit in adopting the curriculum laid down by 
the government. In all such ways we should be willing to meet 
the government more than half way. After all it is their 
country, not ours. But while maintaining this attitude 
toward the government. I am jiersuaded that the aim 
of the Christian forces in China should be nothing less 
than the creation, on a smaller scale, but in all respects 
on a higher plane of excellence, of a complete educa- 
tional system parallel to that which the government 
is seeking to create. Our own situation in America is in- 

32 



structive on this point. One great element of strength in our 
educational situation is the existence of schools established by 
individuals or by religious denominations side by side with 
the public schools and state universities. The schools of each 
class are better for the existence of the other class. But 
parallel systems are even more necessary in China than in 
America. Christian schools must first be built up with foreign 
help. But they ought to remain long after the foreigner has 
done his work and retired, as thoroughly Chinese as those of 
the government, but representing private initiative and the 
Christian ideals. 

(g) Such education must be conducted by educators. When 
education is carried on purely as an adjunct to evangelization, 
a means to attract those who can not otherwise be attracted 
and brought under the influence of the Gospel, or purely for 
the purpose of educating Christian workers, it may perhaps be 
safely left in the hands of men and women who have had no 
training or experience in educational work, and whose ideas of 
education are indistinct and faulty. But when we stand face 
to face with the task of helping to create for a nation of 
400,000,000 people a new education, which shall enable 
them to maintain their existence in the face of grave dangers, 
and to create a new civilization that will serve them in a new 
era of their history, this situation clearly calls for the ablest 
educators whose services we can possibly command. The 
evangelist reluctantly turning away from his proper work, the 
school master able to follow a beaten path, but unable to solve 
new problems — these are scarcely the persons for this hour of 
opportunity. It calls for men of broad vision, of keen insight 
acquainted with the history of education and able to make his- 
tory and make it aright. 

(h) But this situation calls also — and calls loudly — for co- 
operative effort on the part of all who wish China well. Com- 
petition, duplication of effort, ill adjustment of different 
schools — all these are evils that we might overlook if the situ- 
ation were less serious, but which as things are we cannot look 
upon with allowance. We need all the wisdom that we can 
possibly acquire, and for this reason need to get together. We 
need all the men that can possibly be found and cannot afford 
to waste the efforts of any in uncoordinated and conse- 
quently uneconomical work. We need all the money that can 
be got and cannot afford to squander in ill-adjusted efforts any 
fraction of the available or obtainable means. The task as a 
whole calls for our utmost endeavor to achieve it, and impera- 

33 



tively demands the active cooperation of all the available 
forces. 

In short, that which confronts us in China today is the mag- 
nificent task and opportunity of extending to the greatest homo- 
geneous nation in the world a hand of Christian help, by build- 
ing up an educational system inspired by the Christian spirit 
and permeated with Christian ideals, and so helping that great 
people in this supreme hour of her history to fix the ideals and 
develop the institutions which shall make her one of the great 
nations of the future, let us hope one of the great Christian 
nations of coming centuries. 

Some Present Movements Indicating Awakened 
Interest In China 

CHINA EMERGENCY APPEAL COMMITTEE. 

(of Great Britain.) 

An Appeal to the Nation on Behalf of Medical Train- 
ing AND Other Educational Work in China. 

We venture to solicit the interest of the British people in an 
enterprise on behalf of China. We make this appeal without 
apology; for the interests involved are great, urgent, and 
worldwide. 

Out of the co-operation of some societies and the earnest 
interest of others has arisen a new enterprise, the scheme of 
which we desire briefly to set forth. We can commend it with 
all the more confidence because it expresses views held in com- 
mon by men who know China well, and who understand her 
need. The sum required is not less than £100,000. 

The scheme is threefold, embracing the development of 
medical, normal and theological education, and the translation 
of the best Western literature into Chinese. A few words, 
must be said on each of these heads. 

I. medical colleges. 

In China at the present time trained medical men are only 
provided for the Navy and a portion of the Army ; none, save 
recently, in a few missionary hospitals, have been trained for 
the vast millions of Chinese people who suffer from the most 
barbarous and cruel treatment of ignorant and superstitious, 
practitioners. 

The first and most urgent need of China, therefore, is for 
Medical Colleges where thorough and scientific training can 

34 



be given to Chinese students who are preparing for medical 
practice among the people. 

In connection with a few mission hospitals, Medical Schools 
have been formed, giving a partial training to a few Chinese 
students ; but it is now recognized that a combined effort 
should be made to raise to a commanding position four of these 
Medical Schools centrall)^ situated in four divisions of the great 
Empire, so that they shall be competent to give a full and ade- 
quate medical training to all Chinese students. There has been 
founded recently at Peking a Medical College, which has been 
recognized by the Government, and whose students are privi- 
leged to obtain diplomas from the Imperial Board of Educa- 
tion. It is proposed to develop this Institution more fully, and 
to bring up its equipment to the highest modern standard. Be- 
sides this central Aledical College there are three other institu- 
tions in West, Central and South China, respectively, which 
are waiting, and are desirous for similar development. 

It is impossible at this stage to allocate precisely the sum 
required to the different parts of the scheme. But we propose 
provisionally to appeal for £40,000 in aid of Union Medical 
Training Colleges in connection with existing Hospitals for 
Chinese Students (Christian and non-Christian) in at least 
.four centers. 

2. NORMAL AND THEOLOGICAL COLLEGES. 

The revolution in China has been chiefly manifest in the 
realm of Education. The most efficient help under this head 
win, we earnestly hope, be provided by the equipment of a 
Central University. We do not, however, include this import- 
ant object in our present appeal, because a special committee 
consisting of leading members of the universities of Oxford 
and Cambridge has been formed to deal with it. Our attention 
is confined to a more elementary, but not less vital, part of the 
problem. Primary and Secondary Schools are being estab- 
lished everywhere in the vast Empire for the children of the 
people. These schools need Chinese teachers, trained in the 
new learning and the new methods. It will not be an easy 
matter to provide this training on the spot. Missionary work 
always includes education. Many of the missionaries already 
in the field are ardent educationalists. It is therefore desired 
to form at once Normal Training Colleges for Teachers at 
Mission Stations in different parts of China, in which young 
Christian men and women can be trained to teach in these 
schools. Though they may not directly teach the Christian 

35 



Faith in them, they can show, by their consistent Ufe and by 
their zeal and fidehty as teachers, the influence of their Chris- 
tian Faith, and they can win the regard of the scholars and of 
the neighborhood. 

The formation of these Central Training Institutions for 
Teachers provides an opening for a further efifort urgently 
needed at the present time. The growth of congregations of 
Chinese Christians has far outstripped the capacity of Mis- 
sionary Societies to teach and train without abundant help 
from Chinese Catechists and Pastors. No adequate provision 
for the training of these men has yet been made. 

A scheme has, however, been drafted, and has received the 
cordial approval of all English Societies represented at the 
Shanghai Conference, by which Missionary Societies would be 
invited to establish Theological Colleges for Pastors by the 
side of each Central Training Institution for Teachers. Stu- 
dents in these Colleges could receive common training in secu- 
lar subjects at the Central Institution. There would be no 
common Theological teaching, but arrangements would be 
made for a system of Inter-Collegiate Lectures by which a 
student at any one College could attend lectures at any other 
with the consent of the Principals. 

The control and management of the Central Institution, in-' 
eluding property, would be vested in the hands of a local Board 
representing the Societies concerned. 

The Stafif of the Colleges would form the Tutorial Staff 
of the Institution. 

The cost of board and general upkeep would be met by the 
fees of the students. The Missionary Societies would pro- 
vide the salaries of the Staff. No financial responsibility 
therefore would be incurred by any outside body for the ex- 
penses of maintenance when once the Institutions were started. 
The initial cost of establishing them cannot, however, be de- 
frayed out of the General Funds of any Missionary Society. 

We appeal, therefore, provisionally for £40,000 to be dis- 
tributed at the discretion of the Advisory Committee in various 
centres to provide : 

(a) Sites, buildings, furniture, etc., for the general pur- 
poses of Central Training Institutions for Teachers. 

(b) Grants in aid of site and plant for Theological Col- 
leges — the grant being made only when the Societies concern- 
ed are prepared to pay the rest of the Capital Investment, and 
to pledge themselves to support their College Staff". 

36 



3- LITERATURE. 

The awakening of China has been followed by a growing 
demand for Western literature. Of this, every thoughtful 
man will wish that our best, and only our best, shall be given. 
We have suffered much at home from depraving and unworthy 
literature. Our pride as well as our sympathy should lead us 
to resolve that the Hterature of the West shall only be repre- 
sented by what is good, noble, and worthy. To a people "who 
toil without rest and live without luxury" let us give those 
works which promote higher thinking and simple living, which 
set before the mind noble ideals of hfe and duty, and which 
present the principles of Christian faith in the closest connec- 
tion with habit and conduct. Ideas received tend to realize 
themselves in action ; let the awakening China have the oppor- 
tunity of drinking in those teachings which make for chivalry, 
love, and Christian self-sacrifice. 

To secure this object there are already at work in different 
parts of the empire at least ten Literature and Tract Societies. 
The present crisis provides an admirable opportunity for se- 
curing greater efficiency and economy in the attainment of the 
ends they have in common. 

We appeal, therefore, for £20,000 to assist the Literature 
Societies already at work in China, and to further the selec- 
tion, translation and. distribution of the best Western literature 
amongst students availing themselves of the Medical, Normal, 
and Theological Colleges, as well as of the proposed Univer- 
sity. 

A NATIONAL .\PPEAL. 

To sum up. Our appeal for the f 100,000 is not only, or 
chiefly, to the members of Missionary Societies. They are al- 
ready straining every nerve to cope with this supreme crisis. 
We appeal to the nation at large on behalf of the teeming mil- 
lions of this Empire of China. Britain has stood in closer 
relations to China than any other Western Nation ; her re- 
sponsibility, therefore, is greater ; and the beneficent objects 
for which we plead must appeal to every humane person. The 
Chinese are, as we have seen, in need of help in body, mind 
and spirit. This help, we British are, through the devoted 
work of our Missionary Societies during the past century, in 
a position to render at once efficiently and acceptably. 

To avoid misconception, even at the cost of some repetition, 
we wish to make it clear that the object of the Emergency 

37 



Committee is distinct from that of any and every Missionary 
Society. We have not come into existence to estabhsh de- 
nominational institutions as such, nor to multiply divisions by 
adding another Sectional Society or Institution to those al- 
ready in the field. Where good work is being done, and where 
institutions exist capable of wise extension by co-operation 
between men of diiTerent Churches, we are prepared, so far as 
the funds placed at our disposal permit, to aid in broadening 
the basis and increasing the efliciency of these institutions. 
But our own aim is not primarily Evangelistic but Educa- 
tional, and our appeal is therefore not to the supporters of any 
particular Missionary Society, but to the nation as a whole, 
because we believe that, especially in Educational work, we 
have a National responsibility to discharge. 

The time is short ; events move quickly ; a new nation with 
new ideas may be born in a day. "The next decade may do 
more than the century," for now is the day of opportunity. 
Will the people of this country respond to this appeal? Will 
they not realize that the safety and happiness of the world may 
be determined by their reply? Will they recognize that be- 
hind the need of a nation, there is THE CALL OF GOD? 

It is proposed that this National Fund shall be administered 
in England by a Board including the Honorary Treasurers, 
and an Advisory Committee, one-half the members of which 
shall be representatives of the missionary societies and the other 
half representatives of the Emergency Committee. 

Representative Boards will be established in China in each 
locality where they do not already exist to secure the proper 
administration of funds devoted to L^nion or Inter-denomina- 
tional work. 

Contributions, if desired, can be specifically given for one or 
more of the three objects included in the Appeal. Contribu- 
tions may be sent to the Treasurers, the Right Hon. the Lord 
Mayor, Mansion House, E. C, or to Robert Leatham Barclay, 
Esq., 54 Lombard Street, E. C. 

The Bankers of the China Emergency Appeal Fund, Messrs. 
Barclay & Co., 54 Lombard Street, will also be pleased to 
acknowledge subscriptions to the Fund. 



38 



President. 
Sir Robert Hart, Bart, G. C. M. G, etc. 



J'ice-Pr 
The Right Hon. The Lord 

Mayor of London. 
The Right Hon. Lord Alverstone. 

G. C. M. G. 
The Right Hon. Lord Armit- 

stead. 
The Right Hon. Lord Kinnaird. 
The Right Hon. Lord Reay, 

G. C. S. L 
The Right Hon. Lord Strath- 

cona G. C. M. G. 
The Right Hon. Sir John H. 

Kennaway, Bart., M. P. 
Sir Robert W. Perks, Bart., M. P. 
Sir Albert Spicer, Bart., M. P. 
Sir Thomas Jackson, Bart., 

K. C. M. G. 
Robert Barclay, Esq. 
•\lfred Powell Buxton, Esq., 

(L. C. C.) 
George Cadbury, Esq. 
John Cory, Esq., D.L. 
T. R. Kerens, Esq, M.P. 
Joseph S. Fry, Esq. 
William Keswick, Esq., M.P., 

D.L. 
G. W. Macalpine, Esq. 
Samuel Hope Morley, Esq., D.L. 
R. A. Yerburgh, Esq., D.L. 
His Grace The Archbishop of 

Canterburj'. 
The Right Hon. The Lord Bishop 

of London. 
The Right Rev. The Lord Bishop 

of Durham. 
The Right Rev. The Lord Bishop 

of Ripon. 



csidents. 

The Right Rev. The Bishop of 

North China (Dr. Scott). 
The Right Rev. The Bishop of 

Shanghai (Dr. Graves). 
The Right Rev. The Bishop of 

Hankow (Dr. Roots). 
The Right Rev. The Bishop of 

Fukien (Dr. Price). 
The Ven. Archdeacon Sinclair. 
T. H. Warren, Esq., D.C.L. 

(Vice-Chancellor of Oxford 

University). 
The Rev. A. J. Mason, D.D. 

(Vice-Chancellor of Cambridge 

University). 
Sit William Turner, K.C.B. 

(Principal and Vice-Chancellor 

of Edinburgh University). 
Sir Donald Macalister, K.C.B. 

(Principal and Vice-Chancellor 

of Glasgow University). 
The Very Rev. Donald Macleod, 

D.D. 
The Rev. David Brook, D.D. 

(President of the National 

Council of Free Churches). 
The Rev. A. M. Fairburn, D.D. 

(Principal of Mansfield Col- 
lege, Oxford). 
The Rev. J. Scott Lidgett, M.A. 

(President of the Wesleyan 

Methodist Conference). 
The Rev. Alex. McLaren, D.D. 

(Manchester). 
The Rev. x\lex. Whyte, D.D. 

(Edinburgh). 



Hon. Treasurers. 

The Right Hon. The Lord Mayor of London, Mansion House, E. C. 
Robert L. Barclay, Esq., (Messrs. Barclay & Co.) 54 Lombard street, 
E. C. 

Hon. Secretaries. 



Francis W. Fox, Esq. 
The Rev. Canon J. O. F. Murray, 
D.D. 

The Rev. W. Gilbert Walshe, M.A 



The Rev. J. B. Paton, D.D. 
C. T. Studd, Esq., B.A. 



Offices. 

28 Victoria street, Westminster, S. W. 

39 



Bankers. 

The Hongkong & Shanghai Banking Corporation, 31 Lombard street, 
E. C. Messrs. Barclay & Co., 54 Lombard street, E. C. 



Advisory Coiiniiittee. 

(,So far as the Representatives of the Missionary Societies are 
concerned.) 



Colonel Robert Williams, M.P. 
Sir Albert Spicer, Bart., M.P. 
The Rev. J. Scott Lidgett, M.A. 
Professor Alexander Macalister, 

LL.D., F.R.S., etc. 
The Right Hon. The Lord Mayor 

of Bristol ( Edward Robinson, 

Esq.) 
H. Wilson Harris, E.sq., M.A. 
R. W. Essex, Esq., M.P. 
Robert Barclay, Esq. 



Church Missionary Society. 

London Missionary Society. 

Wesleyan Methodist Missionary 
Society. 

Presbyterian Church of England 
Missionary Society. 

Baptist Missionary Society. 

Friends' Foreign Missionary So- 
ciety. 

United Methodist Missionary So- 
ciety. 

The British and Foreign Bible 
Society. 



Members of the Coiiiinittee. 



C. S. \ddis, Esq. (Hongkong & 

Shanghai Bank). 
The Rev. W. T. A. Barber, D.D. 
A. W. Black, Esq., M.P. 
Byron Brenan, Esq., C.M.G. 
Marshall Broomhall, Esq. 
Sir Percy W. Bunting, M.A. 
The Rev. H. J. Chapman. 
The Rev. J. Clifford, D.D. 
Sir Robert K. Douglas. 
W. McAdam Eccles, Esq, M.S., 

F.R.C.S. 
F. W. Fox, Esq. 
Cecil Hanbury, Esq. 
The Rev. Dr. Hanson. 
The Rev. Dr. Horton. 
George Jamieson, Esq., C.^LG. 
Robert Laidlow, Esq., M.P. 
The Rev. J. Scott Lidgett, M.A. 
Mrs. Archibald Little. 
Prof. Alex. Macalister, M.D., 

F.R.S. 
The Rev. Canon Masterman. 
Hugh M. Matheson, Esq. 
J. L. Maxwell, Esq., M.D. 
the Rev. F. B. Meyer, B.A. 



L. A. J. Middleton, Esq. 
Edward R. P. Moon, Esq. 
The Rev. Dr. Campbell Morgan. 
The Rev. Canon J. O. F. Murrav, 

D.D. 
The Rev. George Owen. 
The Rev George Packer. 
The Rev. J B. Paton, D.D. 
Herbert Pike Pease, Esq., M.P. 
A. Rolland Rainy, Esq., M.P. 
The Rev. J. H. Ritson, M.A. 
The Rev. Canon C. H. Robinson, 

M.A. 
The Rev. 
Sir Alex. 

F.R.S. 
The Rev. C. Stedeford. 
Eugene Stock, Esq., D.C.L. 
The Rev. B. H. Streeter, M..\. 
C. T. Stuckl, Esq., B.A. 
Sir Charles J. Tarring. 
The Rev. W. Gilbert 

M.A. 
The Rev. F. S. Webster, M.A. 
The Right Rev. Bishop Welldon. 

D.D. 
Sir W. Mackworth Young, K.C. 

S.L 



Canon J. Scarth. 
R. Simpson, 



M.D. 



Walshe, 



40 



THE OXFORD AND CAMBRIDGE UNIVERSITY SCHEME. 

(From Educational Review, April, 1909. ) 
A very remarkable missionary movement is reported among 
the students of Oxford and Cambridge, and as one of the results 
of the great interest which is now being taken in the work of 
world-wide evangelization among these students comes the 
proposal to undertake the establishment of a Christian Univer- 
sity for China. Those who are interested in this movement 
have no cut and dried plan. They propose to form their plans 
after a careful investigation of the field, and it is their pur- 
pose to give the fullest consideration to all the suggestions 
which may be offered by missionaries and others acquainted 
with the field. There is a tentative plan which the Rev. Lord 
William Cecil has been offering for criticism and advice, but 
this is not to be considered as the final plan. It may be materi- 
ally altered, or even abandoned entirely. 

At a meeting in Shanghai, held in the Y. M. C. A. lecture 
hall, April 2nd. Lord \\ illiam Cecil gave some account of the 
movement at Oxford and Cambridge and of the plans for the 
proposed university. A representative audience of both Brit- 
ish and American missionaries were present, who listened with 
interest to a presentation of the university scheme. After a 
discussion of the plan proposed, in which a number of both 
nationalities participated, a resolution of approval was passed, 
and a vote of thanks tendered to Lord Cecil for his address. 
We give below a resume of the plan proposed. . . . 

THE SCHEME, AND THE REASONS FOR IT. 

All who know the Far East report that China is "awaken- 
ing" to Western ideas with a startling rapidity rivalling Japan. 
In this movement perhaps the two most important features are 
these : 

( 1 ) There is an immense and growing" demand for ad- 
vanced University education in Western knowledge. In the 
L'niversity of Tokio there are 7,000 Chinese students, large 
numbers are studying in Europe and America, and in China 
itself all over the country "Western" Schools and Universities 
are being founded, but for want of properly qualified teachers 
few if any are as yet efficient. 

(2) Western education, as given in Japan and in these new 
Chinese Universities, has a strongly materialistic bias — a bias 
to which the national temperament is peculiarly susceptible. 
Thus it tends to sweep away all the old religious beliefs and 
with them all the old sanctions of morality. 

It should be remembered that the ruling class in China is an 

41 



aristocracy of education and not of birth, to which admission 
is gained by competitive examinations, in which modern sub- 
jects now largely take the place of the old Confucian Classics. 
Accordingly the destinies of China will depend on the educa- 
tion given in her Universities to an extent unknown elsewhere 
— and China means one-fourth of the entire human race. 

A Joint Committee of Oxford and Cambridge Tutors and 
Lecturers, assisted by Sir Ernest Satow, late H. M. Minister 
at Peking, by the Rev. Lord William Cecil, and by the Rev. 
John H. Ritson, Secretary of the Bible Society, has been en- 
gaged for the last ten months in making a thorough investi- 
gation of the whole subject. They have consulted a number of 
the most influential and experienced Missionary and Educa- 
tional leaders in China, including among others : 

Bishop Scott, of North China ; Bishop Roots, of Hankow ;: 
Bishop Cassels, of West China ; ; Bishop Graves, of Shanghai ; 
Bishop Price, of Fukien ; Bishop Corfe, late of Korea; Dr. J. 
Campbell Gibson, the English Chairman of the Shanghai Con- 
ference ; Dr. Lavington Hart, Principal of the Anglo-Chinese 
College at Tientsin ; Dr. Cochrane, Head of the Union Medi- 
cal College at Peking; the Rev. Arnold Foster, of Hankow,, 
and Dr. Henry Hodgkin, of Chengtu. 

They have also had the benefit of advice from : 

Sir Robert Hart, Mr. J. R. Mott, Prof. Harlan P. Beach and 
other authorities, English and American. 

As the result of these inquiries, and as the outcome of much 
careful deliberation, it has become clear that the great need of 
China at the present crisis is a really efficient University, which 
will set a high standard alike of educational efficiency and 
moral tone. Such a University would not only itself train up 
a number of the future administrators of China, but would 
become a model which the native universities would more or 
less consciously imitate. 

The University should be something on the lines of Oxford 
or Cambridge, consisting of a central body of Professors and 
other teachers, and also of Colleges or Hostels, in which the 
students would reside under some kind of moral discipline and 
supervision. In these definite religious instruction should be 
given, on lines approved of by the particular society or denomi- 
nation supporting the College or Hostel. 

Important Christian Colleges already exist in some of the 
principal cities. If a federation of those in the place selected 
were brought about, they would, with the addition of the pro- 
posed central body of Professors, constitute a complete work- 

42 



ing University, to which further Colleges or Hostels would 
doubtless be added hereafter by Missionary Societies and 
others. 

It is thought that the main points in the constitution of the 
University should be as follows : 

(i) University Professors or teachers should not be asked 
to subscribe to any definite formulas of Christian belief. But 
they must be men of strong Christian principles, and with 
keen sympathy with missionary ideals. Experience m the East 
has shown that where this is absent the instinctive antipathy of 
race makes it difficult, for all but exceptional men, to establish 
and maintain that intimate personal contact of teacher and 
taught outside the classroom, which is vital to the success of 
the present undertaking. Professors should therefore be ap- 
pointed by a specially constituted Nominating Board, on which 
the Colleges connected with the University (or the Societies 
which support them) and the Student Movement should have 
representatives. 

(2) The salaries and allowance paid to Professors should 
be at the rate of about four hundred pounds a year and a 
house, or two hundred and fifty pounds a year and rooms for 
a junior man. Rents being very high, but building relatively 
cheap, it would pay to build houses as soon as possible — a 
house suitable for a married man would probably cost one 
hundred pounds a year to rent, but only twelve hundred to thir- 
teen hundred pounds, including the site, to build ; even rooms 
for a bachelor would average as much as fifty pounds a year 
to rent. 

(3) For the present the stafif would consist entirely of 
Europeans or Americans, but it is both probable and desirable 
that later on among the Professors should be some Chinese^ 
being, of course, Christians and men of known ability. 

(4) The native demand at present is chiefly for instruction 
in Natural Science and Engineering, but it is esseniial also to 
stimulate a demand for departments of Western thought less 
concerned with things material. These must therefore be 
strongly represented from the start. 

Political Philosophy, Political Economy, International Law, 
Modern History and Moral Philosophy — which last could be 
efficiently taught only by one having a good knowledge of Con- 
fucian literature — are all subjects which must be from the first 
prominently represented, in addition to Mathematics and Na- 
tural Science. 

(5) Students who are not Christians should be equally ad- 
mitted to the University Lectures. 

4^ • 



Such a University might be started with great prospect of 
success in any one of some three or four of the leading cities. 
In each of these considerable missionary colleges already exist, 
which might by affiliation or federation become the nucleus of 
further developments. The Committee has already gathered 
information and formed definite judgments as to the relative 
desirability of the possible sites. Since, however, the adjust- 
ment of the exact relation of existing institutions to a central 
body yet to be founded naturally requires much delicate nego- 
tiation, it is felt that the final choice of site should be postpon- 
ed until after the visit which Lord William Cecil is undertak- 
ing to China this February for the purpose of making more 
detailed investigations on the spot. 

The first necessity of such an institution is obviously an effi- 
cient and qualified staff. The first practical step suggested, 
therefore, is the raising of a fund to send out six or eight, or 
if possible ten, men of the requisite ability and energy, to work 
in connection with some of the larger and more efficient exist- 
ing missionary colleges ( where it has been already ascertained 
that they would be welcomed) for a period of three years (the 
first six months on probation) in order to gain some knowledge 
of the language, of the people, and of the educational problem 
on the spot. There is at present a quite unprecedented enthu- 
siasm in Oxford and Cambridge for missionary enterprise, 
which has spread to circles previously unafifected by such in- 
terests, and no doubt is entertained that it would be easy to get 
the required number of men of first rate ability — and only 
such should be accepted — especially since this work, being pri- 
marily educational, would appeal to men who might hesitate to 
give themselves to missionary work of the ordinary kind. The 
cost per man during their period of training would be about 
three hundred pounds a year, with an additional one hundred 
pounds at the start for outfit and journey. 

The work of organizing, and in particular of raising money 
for a scheme of this magnitude will naturally require the full 
time of a Secretary, and his salary and expenses would be an 
additional charge on the funds raised. It is estimated that it 
would be possible, allowing for this and other charges involved 
in launching the scheme, to send out six volunteers at once, fol- 
lowed by two more in a year's time, and two more in the third 
year, for a sum of three thousand pounds rising to three thou- 
sand five hundred pounds a year, with an added five hundred 
pounds if two of the first six should hap])cn to be senior men 
already married. 

-!4 



At the close of the three years these men, with, perhaps, the 
addition of one or two more, under the leadership of some sen- 
ior man of longer experience of the country, would suffice, zvith 
the co-operation of the staffs of the missionary colleges already 
in situ — to form the teaching body of a really ef^cient Univer- 
sity. A number of them would then return to F^ngland and, 
with their first-hand knowledge of the facts and the opportun 
ities, would assist in raising interest and enthusiasm for the 
scheme. When it is once realized that an able, enthusiastic 
and especially (jualified stafi:' is ready, it seems reasonable to 
anticipate that the public will not be backward in supplying the 
necessary funds for an Institution which should do much to- 
wards promoting that sympathy and mutual understanding be- 
tween China and the West, the vital importance of which is 
now recognized by statesmen and philanthropists alike. 

The sum required is considerable, but not so large as might 
at first sight be supposed, for the following reasons : 

( 1 ) No part of the funds need at present be spent on the 
Residentiary Colleges or Hostels. These partly exist already, 
and the Alissionary Societies might be relied upon to provide 
others, induced by the importance and efficiency of the new 
University. 

(2) There is evidence that Chinese parents are prepared 
to pay large fees for a really eiUcicnt University education — for 
which at present they must send their sons to Europe, Amer- 
ica, or Japan — and it is probable that in ten years or so the in- 
stitution would be self-supporting, except for the stipends of 
the staff, as is already the case with some few missionary col- 
leges. 

Land in the large cities of China is rapidly rising in price. 
The present is, therefore, a good time to buy, and it would be 
wise to try and secure an ample amount as soon as possible, 
since, in any case, it would be a safe and profitable business in- 
vestment. But, of course, it is impossible to give more than 
the roughest estimate of the cost till actual sites are being con- 
sidered, but recent estimates for land near the most suitable 
sites suggest the figures ten thousand pounds to twenty thous- 
and pounds. 

Ten thousand pounds would give a fair start to tlie Univer- 
sity in the way of Buildings and Plant. Houses for eight Pro- 
fessors would cost another ten thousand pounds. A residence 
for bachelors, fifteen hundred pounds. 

Salaries for eight Professors and four Assistants would 
come to forty-two hundred pounds per annum. General an- 
nual expenses should be covered by students' fees. 

45 



Allowing, therefore, a necessary margin for unforeseen and 
unforeseeable expenses, it would appear thai a capital sum 
of fifty thousand pounds for initial expenditures, and an an- 
nual income of five thousand pounds derived either from fur- 
ther capital endowment, or raised by annual subscriptions, 
would suffice. 

When once founded and well started, the new University 
would have to be largely self-governing, within the lines of a 
carefully drawn constitution and Trust Deeds, but the exact 
relation of the Home Council to the University Senate on the 
spot must be a matter for future adjustment. 

For the present the general management of the Scheme is 
in the hands of the following Committee, the first two of 
whom have consented to act as trustees : 

TJic Marquess of Salisbury. 
The Right Hon. Ernest M. Satow, late H. M. Minister at Peking. 

Oxford. 

T. II. Warren, Esq., D.C.L., President of Magdalen College, Vice- 
Chancellor. 
The Rev. Walter Lock, D.D., Warden of Keble College. 
A Lionel Smith, Esq., Fellow of Balliol College. 
The Rev. John Carter, Pusey House. 
The Rev. B. H. Streeter, Fellow of Queen's College. 
R. H. Hodgkin, Esq., Fellow of Queen's College. 
W. D. Ross, Esq., Fellow of Oriel College. 
R. K. Evans, Esq., Mansfield College. 
The Rev. E. A. Burroughs, Fellow of Hertford College. 

Cambridge. 

The Rev. A. J. Mason, D.D., Master of Pembroke College, Vice- 
Chancellor. 

M. R. James Esq., Litt. D., F.B.A., Provost of King's College. 

The Rev. Canon F. J. Foakes-Jackson, Fellow of Jesus College. 

A Macalister, Esq., M.D., F.R.S., Fellow of St. John's College, 
Professor of Anatomy. 

The Rev. W. T. A. Barber, Headmaster of the Leys School. 

C. F. Angus, Esq., Fellow of Trinity Flail. 

The Rev. C. F. Russell, Fellow of Pembroke College. 

K. G. Selwyn, Esq., Fellow of Corpus Christi College. 

R L. Pelly, Esq., Clare and Ridley Hall. 

The Rev. Lord William Gascoyne-Cecil, Rector of Hatfield. 

The Rev. J. O. F. Murray, D.D., Warden of St. .Vugustine's College, 
Canterbury. 

The Rev. John II. Ritson, Secretary of the British and Foreign Bible 
Society. 

46 



Treasurers. 

Edward Soniers Cocks, Esq., (Messrs. Cocks, Biddulph & Co. J 
43 Charing Cross, S. W. 

Bankers. 
The Hongkong & Shanghai Bank, 31 Lomhard street, E. C. 

THE ORIENTAL EDUCATIONAL INVESTIGATION COMMISSION OF 
THE UNIVERSITY OF CHICAGO. 

"The Directors of the University of Chicago, realizing the 
important position which China occupies in the family of na- 
tions, and believing that a closer acquaintance with China and 
other Eastern countries would be productive of much good, 
has commissioned two of the best known and most eminently 
qualified members of the University's faculty, Prof. Ernest 
DeWitt Burton and Prof. Thomas C. Chamberlin* to under- 
take a tour of investigation of the educational status. 
The general scope and purpose of the expedition appears 
in the following portion of the commission issued by Harry 
Pratt Judson, President of the University : 

'In the study of educational conditions and needs in China 
it is important that information be obtained from every source 
accessible. Your report should indicate what seem to be the 
most important educational needs in that country, what work 
is actually under way, whether from private or public sources, 
how far that work is well directed toward the main purposes 
which ought to be in view, and whether additional educational 
agencies and activities would contribute to the best interests 
of China in accordance with the highest ideals of modern 
civilization. 

'The general purpose of your work in Oriental countries is 
to inquire into the possibilities of bringing about closer rela- 
tions in educational matters between the East and the West, 
with mutual advantage ; in particular, to determine whether 
educated men and those interested in education in China and 
in America can become of service to one another in the pro- 
motion of education in the world at large.' " 

In order to secure information respecting the Christian 
schools in China a special questionaire was issued and also 
published in the Educational Review of May, 1909. 

The blanks sent out called for the following items : Name 
of school, location, date, method of control, calendar, curricu- 



* Bdncatioaal Review, February, 1909. 

47 



lum, and language of instruction ; also statistics as to enroll- 
ment, value of property and of buildings, income with enumer- 
ation of sources and itemized expenditures ; also the efforts 
made to instruct the students relis^iously. 



CONSTITUTION OF THE EDUCATIONAL ASSOCIATION OF CHINA. 

Art. 1. This organization shall be called the Ed.ucational 
Association of China. 

Art. II. The object of this Association shall be the promo- 
tion of educational interests in China and the fraternal co- 
operation of all those engaged in teaching. 

Art. III. The officers of the Association shall be a Presi- 
dent, two Vice-Presidents, a General Editor, two General Sec- 
retaries, one of whom shall be Chinese, a Treasurer, an Execu- 
tive Committee of six,;?)f whom two at least shall be Chinese, 
and a Publication Committee of three, all of whom shall be 
elected at the Triennial Meeting. 

Art. IV. In addition to the elected members, the President, 
General Editor, General Secretaries, Treasurer, and the Chair- 
man of the Publication Committee shall be ex-officio members 
of the Executive Committee. 

Art. V. All members of Protestant Christian churches who 
are or have been engaged in educational work, or in making 
and editing school and text-books, shall be eligible to member- 
ship in this Association as active members ; other persons en- 
gaged in such work shall be eligible as Associate Members. 
Active members alone shall have the right to vote and to hold 
office. Election to membership ad interim rests with the Execu- 
tive Committee. 

Art. VI. The Association will gladly receive as a Branch 
Association any local association whose constitution is approv- 
ed by the Executive Committee ; the details of co-operation to 
be worked out by the Executive Committee. 

Art. VII. The Constitution and (or) By-Laws may be 
amended at any time by a two-thirds vote of the entire mem- 
bership. 



Commission on Christian Education in China 
156 Fifth Avenue, New York 



48 









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